JV3\ 

, 5, Ml 



Whole No. 1 Series 1, No. 1 

HARVARD MONOGRAPHS IN EDUCATION 



A COMPARISON OF 

THE INTELLIGENCE AND TRAINING 

OF SCHOOL CHILDREN 

IN A MASSACHUSETTS TOWN 



BY 

EDWIN A. SHAW 

AND 

EDWARD A. LINCOLN 

PSYCHO-EDUCATIONAL CLINIC, HARVARD UNIVERSITY 



Series 1 No. 1 
STUDIES IN EDUCATIONAL PSYCHOLOGY 

AND 

EDUCATIONAL MEASUREMENT 



Edited by 
WALTER F. DEARBORN 



MAY, 1922 



Published by 

THE GRADUATE SCHOOL OF EDUCATION 

HARVARD UNIVERSITY, CAMBRIDGE, MASS. 



^|fms?fi^ 



HARVARD MONOGRAPHS IN EDUCATION 

SERIES I 

Studies in Educational Psychology and Educational Measurement 

Mauuscripts for Series I should be addressed to Professor Walter F. Dear- 
born, Psycho-Educational Clinic, Palfrey House, Oxford Street, Cambridge 38, Mass. 

Remittances should be made by check or money order to The Graduate School 
of Education, HaTvard University, Cambridge 38, Mass. 

Series I of the Harvard Monographs in Education has been established for 
publishing the results of statistical and experimental studies and of educational tests 
in the general fields of educational psychology and educational measurement. 

The numbers are as follows: 

1. A Comparison of the Intelligence and Training of School Children in a 
Massachusetts To-sra. E. A. Shaw and E. A. Lincoln. 

Postage prepaid, 50 cents. 

2. The Marking System of the College Entrance Examination Board. L. 
Thomas Hopkins. Postage prepaid, 40 cents. 

3. Stanaard Educational Tests in the Elementary Training Schools in Mis- 
souri. Walter P. Dearborn, Edward A. Lincoln and, Edwin A. Shaw. 

Postage prepaid, 60 cents. 



Whole No. 1 Series 1, No. 1 

HARVARD MONOGRAPHS IN EDUCATION 



A COMPARISON OF 

THE INTELLIGENCE AND TRAINING 

OF SCHOOL CHILDREN 

IN A MASSACHUSETTS TOWN 



BY 

EDWIN A. SHAW 

AND 

EDWARD A. LINCOLN 

PSYCHO-EDUCATIONAL CLINIC, HARVARD UNIVERSITY 



Series 1 No. 1 
STUDIES IN EDUCATIONAL PSYCHOLOGY 

AND 

EDUCATIONAL MEASUREMENT 

Edited by 
WALTER F. DEARBORN 



MAY, 1922 

Published by 

THE GRADUATE SCHOOL OF EDUCATION 

HARVARD UNIVERSITY, CAMBRIDGE, MASS. 






COPYRIGHT 1922 

By Wai/ter F. Dearborn 



)C1A692059 



M 1 9 (323 



'K6 j 



INTRODUCTION 

Most of the previously published School Surveys have dealt with 
the schools of a rather large community. This fact has undoubtedly 
led those interested in the schools of the smaller towns to feel that 
surveys were not practicable or valuable for any but the large systems 
with thousands of pupils, hundreds of teachers, a considerable invest- 
ment in school property, and plenty of money to meet the expenses of 
such investigations. This report is published in the hope that it will 
show the possibilities of the survey on a small scale. The school "sys- 
tem" with which the report deals consisted of only two schools, with 
scarcely more than 200 pupils, and less than 20 teachers. In spite of 
these small numbers and in spite of the fact that the survey was neces- 
sarily limited in its scope, it is the conviction of practically everyone 
concerned that the results have been of considerable value in improv- 
ing the efficiency of the schools. The cost was little more than a dollar 
a pupil. 

It is only fair to state that the community derived great advan- 
tages from the fact that the testing was done, papers were corrected, 
and the results were worked up as laborat&ry assignments of classes in 
Educational Measurement under the direction of the writers. This re- 
lieved the teachers of all work, and also materially cut down the finan- 
cial outlay necessary. However, it must be held in mind that the work 
could have been done by the regular teachers under the direction of 
the superintendent or some other leader who had given some time to 
the systematic study of Educational Measurement under a competent 
instructor. In such circumstances the cost would be even lower than 
it was in the present instance. 

Just as Part I of this report was ready for the press there came 
an invitation to repeat the survey. Some reorganization had taken 
place as the result of the findings which had been reported, and the 
School Board was desirous of learning the result of these changes. It 
was considered worth while to delay this report pending the prepara- 
tion of Part II, in order that the value of repeated measurements might 
be shown. The delay seems to have been justified, for Part II shows 
not only some changes which have come about as a result of the first 
survey, but also points out some new work which needs to be done in 
the schools. 

The two reports are printed exactly as they were sent to the 
School Board, with the exception that the class lists containing each 

iii 



pupil's record in the tests are omitted. A sample of them is shown in 
the appendix. The discussion, of course, has been made as non-tech- 
nical as possible, since the reports were intended primarily for the lay 
reader. The expert in educational measui-ement or the executive in 
a large school system will perhaps find little to interest him in this re- 
port. For those, however, who have felt that the paucity of pupils 
and the stringency of finances must deprive the small school system of 
the advantages of educational measurement we trust it may prove an 
inspiration and a guide. 

The authors wish to express their deep appreciation of the earnest 
and painstaking labor of their students in the preliminary work on 
which this report is based. They also acknowledge their indebtedness 
to Dr. Walter F. Dearborn for his helpful criticism in every phase of 
their undertaking. 

Edwin A. Shaw. 
Edward A. Lincoln. 
Psycho-Educational Clinic. 
Harvard Univeesity. 



IV 



REPORT ON THE RESULTS OF TESTING 

IN THE 

WAYLAND AND COCHITUATE SCHOOLS 

PART I— THE SURVEY OF 1921 

PURPOSE OF THE REPORT 

It is the purpose of any school survey, whatever may be its nature 
and its scope, to discover and place at the disposal of all those vitally 
interested in any phase of the educational aeti\'ities of the community 
definite facts concerning the work which is going- on in the schools. 
To censure or to praise is not a primary function of the sui'vey ; its 
first and most important object must be to determine with absolute 
impartiality and scientific accuracy the existing conditions in the 
school or seliool system. Constructive criticism by disinterested out- 
siders is, of course, valuable and necessary, but teachers and adminis- 
trative officers, because they know in greater detail their schools and 
the community are, theoretically, at least, better able to make final 
decisions concerning the activities of the schools. This report, then, 
wiU place before the teachers, superintendent, school board, and citi- 
zens of the town certain facts about tlie pupils and the work of the 
schools with which they are so vitally concerned. Such comment and 
criticism will be made as, in the judgment of the surveyors, will con- 
tribute to the improvement of the educational opportunity offered at 
present by these schools. 

HOW THE SCHOOL WORK WAS MEASURED 

All modern school surveys make use of the standard tests in school 
subjects. As will be seen from the descriptions wliich appear later in 
the report, the standard tests are not in any great measure different 
from the oi'dinary school examinations which are more or less familiar 
to everyone who has ever attended school. The difference arises from 
the fact that the standard tests are scientifically constructed after long 
study and experimentation, and they have been given to many thous- 
ands of children all over the comitry, so that tlie average or standard 
performance in a room, grade, school, or whole system is pretty well 
known. Thus it is possible by the use of standard tests to compare the 
work of the various units of a school system, and also to compare the 
work done in the system with that done in any other where the same 



2 A Comparison of the Intelligence and Training of 

tests have been used. For those reasons standard tests were used in 
the survey of the Wayland and Cochituate schools. 



WHAT TESTS WERE USED 

Although standard tests have been devised in a large number of the 
subjects commonly taught in the schools, not all of them could be used 
in this survey. Because of the limitations, tests were given in only 
the fundamental subjects; namely, Reading, Writing and Arithmetic. 
To these was added an intelligence test for the purpose of determining 
to some extent the character of the raw materials with which the 
various units of the school system have to work. Obviously, more is to 
be expected of a class composed of pupils of superior intelligence than 
from the average class, and inferior pupils cannot be expected to do as 
well as the average. 

HOW THE TESTS WERE GIVEN 

All the testing was done by examiners who had been well trained 
for the work at the Psycho-Educational Clinic, of the Harvard Grad- 
uate School of Education. Although the standard tests are for the 
most part so devised that they can be given by the average class-room 
teaclier, there is a technique of testing which is acquired only after 
considerable practice in the field, and it is, therefore, always desirable 
to have survey work done by trained examiners, as in the present in- 
stance. 

CORRECTION OF PAPERS 

The papers Avere all corrected by the clerks at the Psycho-Educa- 
tional Clinic. Here, also, much of the work can be done by the teacher, 
but it is more efficiently and economically done by trained experts. 
Moreover, when comparisons are to be made, it is an advantage to have 
the work done as far as possible by disinterested and impartial out- 
siders. 

PRESENTATION OP RESTILTS 

All the resiilts are presented in tabular form. The first set of 
tables presents the results of the tests by grade and school, and each 
table shows a distribution of all the marks obtained by the pupils of 
each grade, together with the grade median score. The Median rather 
than the Average is used because it is much more easily found, and be- 
cause most of the standard results are expressed as median scores. 



School Children in a Massachusetts Town 3 

The median is simply the middle score when all the scores are arranged 
ill order of their size.* 

A second set of tables will show the Wayland and Cochituate me- 
dians together with those from other systems with which comparisons 
are desired, and in the Appendix will be found a sample of the class lists 
which will indicate the score of each pupil in each of the tests which he 
took. 

TABLE 1. DEARBORN GROUP INTELLIGENCE EXAMINATIONS 

General Examination I, May, 1921 

Distribution of Scores by Grade t 







Cochituate 








Wayland 




Sub-Primary 


I 


II 


III 


I 


II 


III 


120+ 










4 








no-119 










2 








100-109 






1 


2 


3 








90-99 






2 


2 


1 




2 




80-89 









3 


1 




1 




70-79 


1 




1 


4 


2 


1 


4 




60-69 


1 




3 


4 


1 





1 


Given 


50-59 


2 




2 


1 





2 


4 


Series 


40-49 


4 




3 








1, 


2 


II 


30-39 


6 




4 





1 


2 






20-29 


12 




3 


1 




1 






10-19 


7 






1 











0-9 












1 






No. Cases 


33 




19 


18 


15 


8 


14 




Median 


28 




48 


75 


105 


43 


70 





'Thus the median of 5, 6, 8^ 11, 12, 15, 20 is 11. When there is an even number 
of items in the series the median is the same as it would be if one more item were 
added to the upper end of the series. Of the series 5, 6, 8, 10, 12, 14, 18, 19, 20, 
21, the median is 14. 

fFor the lay reader who is not accustomed to reading tables of this sort it may be 
said that figures in the above table indicate the number of pupils who got each 
score on the examination. Thus in the Cochituate First grade 3 pupils made 
scores between 20 and 29, inclusive; 4 pupils made scores between 30 and 39, in- 
clusive; 3 scored between 40 and 49, inclusive, and so on. 



A Comparison of the Intelligence and Training of 



TABLE 2. DEARBORN GROUP INTELLIGENCE EXAMINATIONS 



General Examination I, May, 1921 
Distribution of Scores by Age 

Cochituate 



Years 


5 


6 


7 


8 


9 


Score 












120+ 






1 


4 


1 


110-1J9 









2 





100-109 




1 








3 


90-99 







1 


2 


2 


80-89 


1 





1 


2 





70-79 








2 


1 


3 


60-69 





2 


2 


3 


2 


50-59 





3 


1 


1 





40-49 


1 


2 


2 


2 





30-39 





5 


2 


3 





20-29 


8 


4 


2 




2 


10-19 


2 


3 


1 






0-9 












No. Cases 


12 


20 


15 


20 


13 


Median 


25 


36 


55 


80 


78 



Wayland 
6 7 





1 









1 







1 


1 


2 


2 











2 


2 


2 


1 


2 




1 


1 

1 


1 




5 


10 


6 


53 


50 


75 



RESULTS OP INTELLIGENCE EXAMINATIONS 

The Dearborn Group Intelligence Examinations which were used 
in this survey are made in two forms, one for the younger pupils who 
have not yet mastered the arts of reading and writing well enough to 
use them to any great practical extent, and the other for the older boys 
and girls. In the present instance the complete lower grade examina- 
tion was not used, but a shorter form, which has also been standardized, 
was employed. This examination will be referred to in this report as 
General Examination I. 

A distribution of the scores made on General Examination I in the 
different grades of both schools is presented in Table 1. BeeaiLse of the 
grouping of the grades it was found more practicable to test the tliird 
grade in Wayland with the Series II examination, so no results for this 
grade are to be found in Table 1. 

It will be seen that the pupils in the Cochituate school are, in both 
the first and second grades, somewhat superior to the pupils in the same 
grades at Wayland. We may reasonably expect, therefore, when we 
come to the subject-matter tests, to find the median scores of the first two 
grades in Cochituate somewhat higher than those of the corresponding 
grades in Wayland. 



School Children in a Massachusetts Town 5 

In Table 2 the distribution of the General Examination I scores is 
according to the age of the pupils. The range in age is from 5 to 9 
years in Cochituate, and from 6 to S only in Wayland. This difference 
is accounted for by the fact that in Cochituate there were Sub-Primary 
and Third grades tested, while at Wayland the test was given to the 
First and Second grades alone. 

TABLE 3. DEARBORN GROUP INTELLIGENCE EXAMINATIONS 

Series H, May, 1921 

Distribution of Scores by Grade 







Cochituate 








Wayland 






Grades 


IV 


' V 


V] 


[ VII 


VIII 


III 


IV 


V 


VI 


VII 


VIII 


H.S 


200+ 


























190-199 










1 
















180-189 

























2 


170-179 























1 


5 


160-169 










2 















3 


150-1.59 








1 


















9 


140-149 








1 


1 















3 


130-139 




1 




2 


1 















3 


120-129 


1 





4 


1 


4 












1 


5 


110-119 





1 


1 


4 


2 






1 


1 







5 


100-109 








1 


2 


2 






1 





4 


3 


2 


90-99 


2 


2 


1 


2 







1 


1 


1 


3 


1 


2 


80-89 


2 


1 


1 





3 













2 





1 


70-79 


7 


3 


1 


2 




1 


2 


1 


2 








1 


60-69 


2 


1 









1 


1 


3 


1 


1 







50-59 


7 


. 2 


2 












1 


1 


1 


1 




40-49 


5 


' 2 









3 


5 


1 











30-39 


2 


2 


1 






5 


2 





2 








20-29 












1 


2 


1 


2 








10-19 












1 














0-9 


























No. Cases 


28 


15 


12 


15 


16 


12 


13 


10 


10 


11 


7 


41 


Median 


50 


72 : 


100 ; 


114 


123 


38 


45 


67 


60 


95 


105 


145 



A Comparison of the Intelligence and Training of 



TABLE 4. DEARBORN GROUP INTELLIGENCE EXAMINATIONS 

Series n, May, 1921 
Distribution of Scores by Age 

Cochituate Wayland 



Age 


9 


10 


11 


12 


13 


14 


15 


9 


10 


11 


12 


13 


14 


15 


16 


Score 
































200+ 
































190-199 












1 














2 






180-189 


































170-179 

























1 





1 


3 


160-169 

























1 


2 


1 





150-159 








1 




1 


1 






















140-149 











1 


1 


















1 


2 


130-139 






1 








3 












2 


1 








120-129 






1 





4 


3 


1 










1 








2 


110-139 









2 


3 


1 


1 






1 


1 








2 


1 


100-109 









1 


2 


1 


1 




1 


1 


2 





1 





1 


90-99 


2 




1 


1 





2 




1 


1 





2 


2 


1 







80-89 







2 








1 


2 














1 


1 


1 




70-79 


3 




2 


3 


1 


1 




2 


o 


1 


1 












60-69 


2 




















3 











1 






50-59 


5 







3 


2 












2 


1 


1 









40-49 


5 


2 


1 


1 








5 


3 




1 












80-39 


1 


2 


2 










2 


1 










1 






20-29 
















2 


1 




1 


1 


1 






10-19 
















1 
















0-9 
































No. Cases 


16 


12 


10 


12 


13 


15 


6 


13 


12 


5 


11 


10 


11 


8 


9 


Median 


54 


70 


80 


77 


115 


135 


110 


43 


63 


75 


75 


110 


105 


115 


143 



It will be seen that the sis-j^ear-old children in "Wayland make 
higher scores than the Cochituate jjupils of the same age, but that for 
the seven and eight-year-olds the Cochituate medians are better. It 
must he noted that there are so few six and eight year old pupils in Way- 
land that the medians for these years are rather unreliable.* However, 
the weight of the e^ddence points again to the fact that the Cochituate 
pupils are somewhat superior. 

Tables 3 and 4 show the distributions of the scores made on the 
Series II examinations which were given to the older pupils. Here 
again we find evidence of superiority of the Cochituate pupils, espe- 



*The reliability of a median is proportional to the number of oases from 
■which it is obtained. See Thorndike, Mental and Social Measurements, Chap. 
XII. Eeliability of Measures. 



School Children in a Massachusetts Town 7 

cially in the three upper grades. A noteworthy fact is the low standing 
of the sixth grade in "Wayland. The median for this grade is only 60, 
as compared with a median of 67 in the next lower grade. Other dis- 
crepancies of the same sort appear when the scores are distributed ac- 
cording to age in Table 4. The median score of the twelve year olds is 
no greater than that of the eleven year olds, and the thirteen year olds 
score, on the average, higher than the fourteen year olds. In the fif- 
teenth year the Wayland median is 5 points higher than that of Cochit- 
uate. This is explainable by the fact that in Cochituate the fifteen year 
olds are probably for the most part backward pupils who have not yet 
managed to get out of the grades, while the fifteen year olds from Way- 
land include the brighter pupils of that age who have gone on to High 
School. 



A Comparison of the Intelligence and Training of 





TABTiF! 


5. 


PEET-DEARBORK 


ARITHMETIC 


TESTS 














Problems 




















May, 1921 
















Cocliituate 








W 


ayland 






Grade 


IV 


V 


' VI 


VII 


VIII 


III 


IV 


V 


VI 


VII 


VII 


Score 
























130 








1 
















125-129 
























120-124 
























115-119 
























110-11-i 










1 














105-109 








1 














1 


100-104 




1 




1 


2 














95-99 




1 


















1 


90-94 




1 




2 








2 








85-89 


1 








1 














80-84 






1 




1 














75-79 










1 














70-74 




1 




1 


3 




1 










65-69 




1 




















60-64 




1 




















55-59 




1 




2 














1 


50-54 


1 




2 


1 












2 


1 


45-49 








1 


1 






1 






1 


40-44 


1 


1 




2 


2 






2 




1 




35-39 




1 




1 
















30-34 


3 


1 


2 








4 


1 


1 




4 


25-29 


3 




2 


1 


1 






1 


1 






20-24 




1 


2 




1 








1 


1 




15-19 


6 




1 






1 


2 








1 


10-14 


5 




1 




1 


7 


5 


1 


1 


3 




5-9 


5 


1 


1 






2 


3 


1 


1 


2 




0-4 


3 


1 




1 


1 


2 


2 


1 


5 


4 




Total 


28 


13 


12 


15 


16 


12 


17 


10 


10 


13 


10 


Median 


18 


63 


28 


56 


73 


11 


14 


35 


5 


11 


40 


Standard 


24 


43 


22 


38 


47 


— 


24 


43 


22 


38 


47 



School Children in a Massachusetts Town 9 

BESUIiTS OF THE ARITHMETIC TESTS 

For testing the accomplishment of the pupils in arithmetic the Peet- 
Dearborn tests were iised. These tests are a recent product which are a 
considerable improvement over the older standard arithmetic tests in 
that they are considerably more comprehensive in their scope. Previous 
tests in this field have dealt largely with the speed and accuracy of hand- 
ling whole numbers; the series used in these examinations includes all 
the leading problems which a pupil needs to master, such, for example, 
as the use of the zero, placing decimal points, the use of round num- 
bers, and the use of common fractious. The problems in each test range 
from very simple ones to those which require superior intelligence for 
solution, and in order to get a just method of scoring, each problem is 
given a value in proportion to its difficulty, which was statistically de- 
termined. The tests run in two series; one for grades Four and Five, 
and the other for grades Six, Seven and Eight. 

The distributions of the arithmetic scores and the median scores 
of the various grades are shown in Tables 5 to 9 inclusive. It will be 
noted in all these tables that the Sixth grade scores are lower than those 
of the Fifth grade. This is because of the different series employed in 
the examination. 

In the Arithmetic Problems (Table 5) the Cochituate scores in 
each series are considerablj' higher than the Wayland scores. This dif- 
ference amounts to something more than a full grade,that is, the Sixth 
grade at Wajdand does not do so well, on the average, as the Fifth grade 
in Cochituate. The Wayland Sixth grade did especially poor work, as 
half the class failed to solve correctly more than one problem. 



10 



A Comparison of the Intelligence and Training of 





TABLE 


1 6: 


PEET-DEABBOBN 


ARITHMETIC 


TESTS 












Addition 






















May, 1921 
















Cochituate 








Wa; 


yland 






Grade 


IV 


V 


VI 


VII 


VIII : 


[II 


IV 


V 


VI 


VII 


VII 


Score 
























130 
























125-129 
























120-124 
























115-119 




1 






1 














110-114 


1 


1 




















105-109 




1 




















100-104 


1 






1 


2 






1 








95-99 










1 














90-94 




1 




















85-89 








1 


1 














80-84 








1 
















75-79 


1 








2 














70-74 








1 






1 






1 




65-69 








3 


1 






1 








60-64 








1 














4 


55-59 




1 




1 


2 






1 


2 




3 


50-54 




1 






1 








2 




1 


45-49 


2 


1 






3 






2 








40-44 


3 






2 








3 


1 


2 




35-39 


4 


2 




1 










1 




2 


30-34 


2 


4 




2 






4 




1 


3 




25-29 


2 








1 


1 


4 






1 




20-24 


3 






1 


1 


1 


1 


1 


1 


2 




15-19 


6 




2 






2 


1 


1 


1 


1 




10-14 






2 






1 


1 










5-9 


2 










6 


3 






1 




0-4 


1 










1 


2 




1 


2 




Total 


28 


13 


12 


15 


16 


12 


17 


10 


10 


13 


10 


Median 


30 


43 


38 


63 


60 


9 


26 


45 


40 


28 


58 


Standard 


30 


51 


35 


51 


54 




30 


51 


34 


51 


54 



School Children in a Massachusetts Town 



11 





TABLE 


7. : 


PEET 


-DEAJ 


XBORJ 


i ARl 


:THj\n 


5TIC ' 


TESTS 


5 












Subtraction 




















May, 1921 
















Cochituate 








Wayland 






Grade 


IV 


V 


VI 


VII 


VIII 


III 


IV 


V 


VI 


VII 


VII] 


Score 
























130 




1 




1 








1 








125-129 
























120-124 










1 














115-119 




1 






1 






1 








110-lM 
























105-109 










1 




1 










100-104 




" 




1 
















95-99 






1 


1 


3 














90-94 




1 




1 
















85-89 


1 




1 


2 


2 




1 


1 








80-84 








1 
















75-79 




1 




1 


1 




1 


1 






3 


70-74 




1 




1 


1 










1 




65-69 




1 


1 




2 










1 


1 


60-64 


2 


2 


1 


3 












1 


1 


55-59 


1 












1 


1 








50-54 




2 


1 










1 


1 


2 


1 


45-49 


1 




1 














1 


2 


40-44 


5 






3 






2 




1 






35-39 


4 














2 




1 




30-34 


2 




5 




4 




4 


1 


1 




1 


25-29 


1 












3 






1 




20-24 


2 


1 








4 


1 


1 






1 


15-19 


3 


1 


1 






2 


2 




2 


2 




10-14 


1 












1 




2 


2 




5-9 


1 










4 






2 


1 




0-4 


4 


1 








2 






1 






Total 


28 


13 


12 


15 


16 


12 


17 


10 


10 


13 


10 


Median 


35 


64 


40 


78 


80 


13 


32 


55 


15 


38 


55 


Standard 


29 


51 


34 


52 


62 




29 


51 


34 


52 


62 



12 



A Comparison of the Intelligence and Training of 



TABLE 8. PEET-DEABBORN ABITHIVIETIC TESTS 

Multiplication 

May, 1921 

Cochituate Wayland 



Grade 


IV 


V 


VI 


VII 


VIII 


III 


IV 


V 


VI 


VII 


VII 


Score 
























130 








1 


2 






1 








125-129 
























120-124 




1 




















115-119 




2 






1 














110-114 










1 














105-109 








1 
















100-104 










2 














95-99 




1 




1 


3 












1 


90-94 


1 


3 




1 








2 




1 




85-89 




1 


1 


1 


2 






2 








80-84 






1 


1 
















75-79 




1 




1 


1 














70-74 






1 
















1 


65-69 








1 






1 










60-64 


1 






4 








1 


1 


1 


1 


55-59 




1 


1 


2 












1 


2 


50-54 


1 




1 


1 


2 




1 


1 








45-59 


1 


1 






2 






1 






1 


40-44 


1 




1 








4 


1 




1 


1 


35-39 


1 




1 








1 






1 


2 


30-34 


2 




1 








3 




4 


4 




25-29 


1 




2 








1 




1 




1 


20-24 


4 


1 


2 








2 




2 


1 




15-19 


3 










5 


2 




1 






10-14 


3 












2 


1 








5-9 


2 










6 












0-4 


7 


1 








1 






1 


3 




Total 


28 


13 


12 


15 


16 


12 


17 


10 


10 


13 


10 


Median 


18 


91 


40 


63 


97 


9 


33 


75 


31 


43 


55 


Standard 


28 


48 


41 


52 


58 




28 


48 


41 


52 


58 



School Children in a Massachusetts Town 



13 



TABLE 9. PEET-DEARBORN ARITHMETIC TESTS 
Division 











May, 1921 
















Cochituate 








Wa; 


yland 






Grade 


IV 


V 


VI 


VII 


VIII 


III 


IV 


V 


VI 


VII 


VIII 


Score 
























130 










5 














125-129 
























120-124 
























115-119 








2 








1 








110-114 










2 














105-109 
















1 








100-104 
























95-99 




1 




















90-94 
























85-89 




2 


1 


2 
















80-84 
























75-79 


1 


1 




4 


1 






2 






1 


70-74 




3 


3 




1 






2 






2 


65-69 






1 


1 


1 














60-64 


1 


1 


2 


3 


1 










1 


2 


55-59 








1 










1 






50-54 


2 




1 


1 








1 


1 




1 


45-49 






2 


1 






1 




1 


2 




40-44 


5 


1 






1 








1 


3 


2 


35-39 


2 




1 














1 


1 


30-34 


5 








1 




1 


1 


1 






25-29 


1 


1 






3 










1 




20-24 


3 




1 






3 


4 




1 


3 


1 


15-19 


3 


1 








2 


6 


2 








10-14 


3 


1 








1 






2 






5-9 


1 










5 


3 




2 


1 




0-4 


1 


1 








1 


2 




1 


1 




Total 


28 


13 


12 


15 


16 


12 


17 


10 


11 


13 


10 


Median 


32 


71 


63 


76 


75 


10 


18 


73 


18 


38 


53 


Standard 


28 


49 


31 


49 


61 




28 


49 


31 


49 


61 



The facts concerning the Addition examples are shown in Table 6. 
Here the discrepancies between the corresponding grades of the two 
schools are not great, except in the Seventh grade scores. In this grade 
the Cochituate median is 35 points higher than the Wayland median. 

Table 7 shows the results of the Subtraction test. Here again there 
are variations in favor of Cochituate which range from 6 to 27 points. 



14 A Comparison of the Intelligence and Training of 

In tlie Multiplication test (Table 8) the Fourth grade in Cochituate 
did very much poorer work than it did on the previous tests, and the 
"Waylaud median is higher in this grade. In all the other grades, how- 
ever, Cochituate did considerably superior work, with medians ranging 
from 9 to 27 points higher than those of the Waylaud classes. 

The test in Di%asion (Table 9) shows the Cochituate work superior 
except in the Fifth grade. It is also worthy of note that the Eighth 
grade in Cochituate does not attain a higher median than the Seventh 
grade. It is, however, considerably above the standard median. 

In summary of the results of the Arithmetic tests it may be said 
that the work in Cochituate is considerably in advance of that at Way- 
land, with only a few exceptions. The difference amounts, on the aver- 
age, to about a year's work. This is the state of affairs which was pre- 
dicted upon examination of the results of the intelligence tests, and it is 
not, therefore, surprising. 

TABLE 10. PICTURE SUPPLEMENT SILENT READING TEST 
Distribution of Scores 













May, 


1921 




















Cochituate 








Wayland 






Grade 


III 


IV 


V 


VI 


VII 


VIII 


III 


IV 


V 


VI 


VII 


VIII 


100 


























98 


























92 


























86 
























1 


80 


1 

























74 


1 


1 























68 





4 




1 




1 















62 


1 


3 







1 









1 









56 


2 


4 




1 










1 


2 




1 





50 


3 


5 




2 


2 


1 


1 













1 


44 


1 


3 




1 


1 


3 


1 


2 


1 




2 


2 


38 


2 


1 










1 


2 


2 


3 


2 





2 


32 


4 


1 







1 


4 


1 


4 


1 








1 


26 


3 


1 




3 


5 


4 


5 


2 





1 


1 


1 


20 


1 






1 


2 


3 





1 


1 


2 


5 





14 











1 







1 








3 





8 


















1 


1 


1 





1 


2 








1 

















1 



















1 


2 




2 






No. Cases 


19 


23 


14 


10 


13 


17 


11 


16 


10 


8 


13 


9 


Median 


38 


56 


20 


25 


26 


32 


26 


32 


38 


20 


20 


38 



School Children in a Massachusetts Town 15 

RESUliTS OP THE READING TEST 

The test used in this survey for the measurement of reading is one 
recently published by the Russell Sage Foundation, and is knowu as 
Picture Supplement Scale, Form 1. It consists, according to the au- 
thor's description, of "a series of pictures and paragraphs about them. 
These paragraphs consist of instructions which the pupil follows by 
marking with his pencil a line or lines to supplement the picture. His 
ability to do this in accordance with printed insti-uctions reflects the 
rapidity and accuracy with which he can read." A pupil's score is the 
number of paragraphs he marks correctly, but in order that all the 
grades may be put on the same basis the author provided a table of 
credits corresponding to the number of paragraphs correctly marked in 
each grade. 

Tlie distribution of the scores on the credit basis is given in Table 
10, together with the median credit attained in each grade. For the 
most part, the Coehituate median credits are the higher, but in the 
Eighth grade Wayland has the slight advantage of one more paragraph 
correctly marked. This result again accords with the findings of the 
intelligence examinations which led us to expect better work from the 
pupils in Coehituate. 

RESULTS OF THE PENMANSHIP TESTS 

The Holmes Test for the Speed and Quality of writing was used in 
this investigation. For the speed test, a short sentence, made up of 
simple and familiar words, but involving nearly all the letters and a 
large number of the common letter combinations, is written repeatedly, 
first for a one minute pei'iod, and then for four minutes. The sentence 
is practically learned by the children before they begin to write on the 
test, .so that little time is lost because of forgotten copy. The speed of 
writing is obtained by taking the average of the number of letters writ- 
ten in the one-minute period and the number written per minute in the 
four minute period. 



16 



A Comparison of the Intelligence and Training of 



TABLE 


11. 


ho: 


LMEi 


5 TEl 


ST, SI 


>EEI 








Coehitiiate 




Grade 


Ill 


IV 


V 


VI 


VII 


VI] 


Letters 














per mill. 














120+ 












5 


115-119 










2 


1 


110-114 










3 


4 


105-109 






1 




1 


2 


100-104 






1 


1 


1 


2 


95-99 









2 


2 


1 


90-94 









1 


1 


1 


85-89 


1 




2 


1 


2 




80-84 







1 


2 


1 




75-79 





1 


3 










70-74 


2 


5 


3 










65-69 





5 





2 


1 




60-64 


2 


3 


1 









55-59 




5 


1 









50-54 


2 


1 












45-49 


1 


5 


1 


1 






40-44 


4 


1 










35-39 
















30-34 





1 










25-29 


1 












20-24 














19- 














No. Cases 


15 


27 


14 


10 


14 


16 


Median 


60 


61 


77 


85 


100 


113 



Wayland 
V VI VII VIII 











1 


1 













1 













1 
























1 


1 










1 


1 








1 


2 


3 






1 





2 


1 






1 


1 


2 






1 


1 





1 






3 








1 









4 


2 








2 


2 


2 






2 








1 






3 


3 












1 


3 


1 


1 






2 


1 




1 






1 


2 










1 

























1 













11 15 10 9 
48 53 68 63 



11 



9 

98 



School Children in a Massachusetts Town 
TABLE 12. HOLMES TEST, QUALITY OF WRITING. May, 1921 

Cocliituate Wayland 



17 



Grade 


II 


III 


IV 


V 


VI 


VII 


vii: 


[III 


IV 


V 


VI 


VII 


VII 


90-94 




























85-89 




























80-84 


























1 


75-79 






















1 


1 




70-74 














2 






3 




1 


1 


65-69 














2 














60-64 












3 


1 






2 


1 


1 


1 


55-59 






2 




1 


2 








1 


1 




3 


50-54 




3 


2 


1 


1 


3 


7 




1 


3 




2 


1 


45-49 




2 


8 


5 


3 


3 


3 




2 




4 


2 


2 


40-44 


3 


4 


9 


3 


4 


2 


1 


2 


5 






2 




35-39 


1 


4 


1 


3 


1 


1 




3 


3 


1 


1 






30-34 


6 


2 


1 


2 








4 


4 






1 




25-29 


4 


4 












2 


1 










20-24 


2 


























15-19 




























10-14 




























Total 


16 


19 


23 


14 


10 


14 


16 


11 


16 


10 


8 


10 


9 


Median 


32 


39 


46 


43 


45 


50 


53 


32 


40 


60 


48 


50 


57 



The facts concerning the speed of writing are shown in Table 11. 
Here again the medians show that the work at Wayland is about a grade 
below that at Cochituate. The low standing of the Sixth grade at Way- 
land is once more noticeable. 

To get the quality of penmanship by the Holmes test, two samples 
of each child's writing are graded on the Ayres Handwriting scale. 
The first of these samples is the last half of the material wi-itten in the 
four minute speed test, and for the other the pupils are given a short 
passage to write from dictation. The samples are graded separately, 
each by two correctors working independently, and the average of the 
four marks (two on each paper) is taken as the quality of the pupil's 
handwriting. 

The distributions and medians of the marks obtained in the quality 
of penmanship are shown in Table 12. In this test we find for the first 
time that the Wayland medians equal or surpass those of Cochituate. 
The difference in most cases is small, amounting to about half a step on 
the Ayres Scale, but in the Fifth grade the penmanship at Wayland is 
especially good. 



Grade 


IV 


Cochituate 


18 


Wayland 


14 


Standard 


24 



VI 


VII 


VIII 


28 


56 


73 


5 


11 


40 


22 


38 


47 



18 A Comparison of the Intelligence and Training of 

COMPARISONS WITH OTHER SYSTEMS 
1. The Arithmetic Tests 

In the following tables, 13 to 17 iiaclusive, are shown the Cochituate 
and Wayland median Arithmetic scores compared with the standards. 

TABLE IS. PROBLEMS 
May, 1921 

V 
63 
35 
43 

In the Fourth grade neither school attains the standard median 
score for the Problem Test, but in the Fifth grade the Cochituate me- 
dian is considerably above the standard, while the Wayland median is 
considerably lower. In the upper grade test which was given in the 
grades above the Fifth, the Cochituate medians are uniformly consid- 
erably larger than the standards, and the Wayland medians are consid- 
erably smaller. 

TABLE 14. ADDITION TEST 
May, 1921 

V 
43 

45 

51 

In the Fourth grade, the Cochituate median in Addition exactly 
equals the standard, but the Wayland score falls below. Neither school 
equals the Fiftli grade standard. In the Sixth and Seventh grades the 
Cochituate medians surpass the standards, while the Wayland scores fall 
below again, especially in the Seventh grade. In the Eighth grade, both 
scores exceed the standard by a good margin. 



Grade 


IV 


Cochituate 


30 


Wayland 


26 


Standard 


30 



VI 


VII 


VIII 


38 


G3 


60 


30 


28 


58 


35 


51 


54 





TABLE 15. 


SUBTRACTION TEST 










May, 1921 








Grade 


IV 


V 


VI 


VII 


VIII 


Cochituate 


35 


64 


40 


78 


80 


Wayland 


32 


55 


15 


88 


55 


Standard 


29 


51 


34 


52 


62 



In grades Four and Five the Subtraction medians in both schools 
are higher than the standards. In the upper grade test we find the 
Cochituate medians exceeding the standards by a good margin, espe- 
cially in the Seventh and Eighth grades. Wayland in the upper grades 
falls below the standard, and has an especially low score in grade Six. 



School Children in a Massachusetts Town 19 

TABLE 16. MIILTIPLICATION TEST 
May, 1921 

V 

91 

75 

48 

In multiplication the Cochituate Grade Four median falls below the 
standard, but Wayland is above it. In the Fifth grade both schools 
exceed the standard by large variations. The upper Wayland grades 
cannot attain the standards in this operation, but the Eighth grade 
comes very close to it. The Cochituate median is practically the same 
as the standard in the Sixth grade, and in the Seventh and Eighth 
grades the medians of this school are especially high. 



Grade 


IV 


Cochituate 


18 


Wayland 


33 


Standard 


28 



VI 


VII 


VIII 


40 


63 


97 


31 


43 


55 


41 


52 


58 





TABT,E 


17. DIVISION 
May, 1921 


TEST 






Grade 


IV 


V 


VI 


VII 


VIII 


Cochituate 


32 


71 


63 


76 


75 


Wayland 


18 


73 


18 


38 


53 


Standard 


38 


49 


31 


49 


61 



In the Fourth grade neither school attains the Division standard, 
though the Cochituate median is very close. Both schools are weU above 
the standard in the Fifth grade. In the three upper grades we again 
find that the Cochituate medians are well above the standards for those 
grades, while the Wayland medians fall below. 



20 A Comparison of the Intelligence and Training of 

TABLE 18. PICTURE SUPPLEMENT, SILENT READING TEST 

Form I, May, 1921 

Per Cent of Pupils Receiving Each Mark 











Cochituate 










Wa 


ylauc 


I 




Grade 


in 


IV 


V 


VI 


VII 


VIII 


Standard 


III 


IV 


V 


VI 


VII 


VIll 


100 




























98 














1— 














92 














1 + 














86 














3 














80 


5 












4 














74 


5 


4 




10 






6 














68 





18 









6 


8 














62 


5 


13 




10 


8 





10 






10 








56 


11 


18 


7 











11 




6 


20 




8 




50 


16 


22 


7 


20 


15 


6 


12 


9 















44 


5 


13 





10 


8 


18 


11 


9 


13 


10 




15 


11 


38 


11 


4 


7 








6 


10 


18 


13 


30 


25 





22 


32 


21 


4 


7 





8 


23 


8 


9 


25 


10 








22 


26 


16 


4 


15 


30 


39 


23 


6 


46 


13 





13 


8 


11 


20 


5 




50 


10 


15 


18 


4 





6 


10 


25 


38 





14 






7 





8 




3 





6 








23 





8 















1+ 





6 


10 


13 





11 


2 








10 






1— 













3 





















9 


13 




25 






No. 





























Cases 19 23 14 10 13 17 11 16 10 8 13 



2. The Reading Test 

Table 18 sets forth a comparison of the scores in the Silent Reading 
Test with the standards. The scoring of this test is so arranged that in 
any average grade from the Second to the Eighth inclusive the percent- 
age of pupils obtaining each score is the same. It will be readily seen 
by reference to the Table that in neither school does the distribution 
equal or approximate the standai'd. There is no grade in either school 
which has the average quota in the upper third of the distribution. 



3. The Penmanship Tests 

In Table 19 are shown the medians for the speed of wi'iting. To- 
gether with the standards there are in this Table the scores from three 
Massachusetts communities where the Holmes Test has been given. 



School Children in a Massachusetts Town 



21 



TABLE 19. SPEED OF PENMANSHIP 







May, 


1921 








Grade 


III 


IV 


Y 


VI 


VII 


VIII 


Coehituate 


60 


61 


77 


85 


100 


113 


Wayland 


48 


53 


68 


63 


88 


98 


Standard 


49 


62 


76 


87 


90 


98 


Newton 


55 


59 


73 


85 


94 


102 


Brookline 






76 


87 


90 


98 


Fall River 








86 


89 





The Coehituate medians surpass the standards by a good margin in 
every grade except the Fifth, and also exceed the medians of the other 
school systems which are listed in the Table. Wayland, on the otlier 
band, shows metlian scores considerably below the standards of the other 
school systems up until the Seventh and Eighth grades, where the stand- 
ards are equalled. 

The medians for the quality of penmanship are shown in Table 20. 
Here we find that, in general, the medians are higher than the standards, 
and higher than those obtained in Brookline and Fall River. They do 
not quite equal the Newton scores in the grades below the Seventh 





XABTE SO. 


QUALITY 


OF PENMANSHIP 










May, 


1921 








Grade 


Ill 


IV 




V 


VI 


VII 


VIII 


Coehituate 


39 


46 




43 


45 


50 


53 


"Wayland 


32 


40 




60 


48 


50 


57 


Standard 


36 


39 




44 


46 


47 


49 


Newton 


50 


45 




48 


51 


50 


53 


Brookline 








44 


46 


47 


49 


Fall River 










44 


47 





SUMMARY 

Our comparison of the two schools shows, in general, with the excep- 
tion of a grade or two here and there, that the quality of work done by 
the Coehituate pupils is decidedly superior to that done at Wayland. 
This statement holds except for the quality of penmanship, in which 
Wayland does especially well. An explanation of the better perform- 
ances of the Coehituate pupils is found iu the fact that they make higher 
scores on the Intelligence Examinations, thus indicating the probability 
that they are somewhat superior in their native abilities. 

It is possible also to make a rather general statement about the com- 
parisons of the Coehituate and Wayland scores with the standards. For 
the most part, the Coehituate medians are equal to, or better than the 



22 A Comparison of the Intelligence and Training of 

standards, while the Waylaud scores equal the standards in only a few 
cases out of the total. Again there is an exception to this in the case of 
the quality of penmanship, in which test the Wayland pupils equalled 
or surpassed the standards in most of the grades. 

SUGGESTIONS 

It is a fact sometimes overlooked in a report of this sort that inter- 
pretation of the results set forth is chiefly the business of the teachers 
and supervisory officials of the school system in which the tests have 
been given. No one else is continually on the ground and familiar with 
all the conditions ; no one else can understand the facts in their full sig- 
nificance. 

Perhaps the most valuable use to which standard tests may be put 
by a school system is that of serving as a guide for the formulation of 
standards for its own work. Tests are first given to show the actual 
attainment of the pupils in the schools. With these results and informa- 
tion concerning the results of testing in other schools standards may be 
set in the various school subjects. 

It must be held in mind continually, when such standards are being 
determined, that they must always be made with reference to the condi- 
tions in the system in question. Each community has its own individ- 
uality — its own problems, its own potentialities, and its own limitations. 
The recent development of intelligence tests has demonstrated that there 
are undoubtedly differences in native capacity which appear to exist 
between schools and school systems as well as between individuals. No 
system, therefore, may safely take as its own, standards which have been 
made elsewhere, but each must work out a set of standards for itself. 

In this connection it should be pointed out that there has been some- 
what of a tendency to set too high the standards in the school subject 
tests. It is forgotten sometimes that these tests, for the most part, 
measure only the simpler and more mechanical phases of a subject, and 
that excessive attention to these phases may mean that more important 
things are neglected. Thus it becomes a question, for instance, whether 
the relatively high scores made by the Cochituate pupils on most of the 
tests show a desirable state of affairs, and whether the school should aim 
to keep future classes at the same level. If the superior scores are due 
to superior ability, as may l)e the case, it is to be desired that the same 
liigh grade of work be continued, but if these scores are due to over-em- 
phasis on the mechanical parts of the various subjects, then some change 
should be made. 

This brings us to another important consideration : namely, that the 
standards should always be tentative. It is impossible to determine 
once and for all what the accomplishments of pupils should be. From 



School Children in a Massachusetts Town 23 

time to time, as the community clianges, the standards should change 
also. In other words, the problem of standards is always an open and 
live one. 

Once tentative standards have been set, the tests are useful to deter- 
mine the progress of the various schools in relation to those standards, 
and to gather material for the revision of them. For these pm-poses the 
tests should be repeated at not too frequent intervals; once a year is 
probably often enough. 

The results should be studied with the purpose of picking out 
schools, classes and individual pupils to which some sort of special atten- 
tion should be given. One school of a system may do especially well in 
writing, but fall down in reading, while another may exceed the stand- 
ards in both reading and writing, but make a very poor showing in the 
arithmetic. A class may stand high in addition, but fail in division. 
Some pupils will be found to be in need of much individual work, while 
others will seem to have attained satisfactory proficiency in all lines. In 
the lower part of the gi'oup thei'e wiU be found cases which should be 
turned over to a specialist for searching mental examinations, while 
there will be others whose attainments will warrant double promotion, 
or who should be enabled to speed up their work in some other way. 

Superintendents and teachers should remember that neither every 
individual nor every class should be expected to attain the standards. If 
anything stands out clearly in testing, it is the fact of individual differ- 
ences, and many pupils will never be able to reach the standard medians. 
Indeed, the very definition of the term "median" indicates that it is a 
mark which only one-half of the pupils equal or exceed. 

It is often the practice of supervising officials to judge the worth 
of their teachers by the scores that the pupils in the various cla.sses make 
on the standard tests. It is more likely, however, that the success which 
a class has in making high scores in the standard tests has little or 
nothing to do with the ability of the teacher. Since the assignment of 
teachers to classes is largely a matter of chance, it may easily happen 
that the best class in the school may have the poorest teacher, and that 
the success of a class may be in spite of the teaching, rather than because 
of it. 

To sum up, then, if the facts set forth in this report are to become 
useful they must be studied carefully and exhaustively by the people in- 
terested in the schools. It must be remembered that high scores in the 
tests are not the only, nor even the most desirable ends of school work, 
and that possibly the classes which do poorly in these are getting fully as 



24 A Comparison of the Intelligence and Training of 

much from the school. The results in the subject tests must be con- 
sidered in relation to the intelligence scores, and to all other facts con- 
cerning the general conditions in the schools and in the community. 
A little follow-up work, -with special attention along the lines suggested 
above can hardly fail to be of inestimable value to the pupil, the teacher, 
and the society of which the pupil is to become a part. 



% 



School Children in a Massachusetts Town 25 

PART II— THE SURVEY OF 1922 

In May, 1922, a year after the first tests had been given in "Wayland 
and Coehitnate the whole survey was repeated. The tests used were the 
f^ame, except that tliere had been some slight modifications of the Intelli- 
gence and Arithmetic Tests. The testing and grading was again done 
by carefully trained examiners. 

The results of this second testing are set forth in tables which are 
numbered to correspond with the tables in Part I, so that it will be easy 
for anyone who is interested to compare the distributions for the two 
years. 

RESULTS OF INTELLIGENCE EXA»nNATIONS 

Distributions of the scores made by the pupils of the lower grades 
on the Dearborn General Examination A are shown in Table la. In 
Table 2a the same scores are distributed according to the ages of the 
pupils. 

There is evidence in these figures that Cochituate has pupils of su- 
perior mentality in the First grade, as shown by the median score of 48 
as opposed to the Wayland median of 33. Also, it may be seen in the 
second Table that the median score of the six-year-olds is identical in 
both schools. In the Second grade, however, it appears that the Way- 
laud children are superior, with a class median of 66 against 60 made by 
the Cochituate class. The seven-year-olds at Wayland also do somewhat 
better than the seven-yeai*-olds at Cochituate. The superiority of the 
Wayland children in the Second grade amounts to about five months on 
a mental age basis, and while this is not an especially great difference, 
it is probably large enough to be significant. 



26 



A Comparison of the Intelligence and Training of 



TABLE la. DEARBORN GROUP INTELLIGENCE EXAMINATIONS 

General Examination A, May, 1922 

Distribution of Scores by Grade 







Cochituate 








"Wayland 




Snb-Primary 


I 


II 


III 


I 


II 


III 


95-99 










2 








90-94 






1 




3 








85-89 










3 








80-84 








1 


4 








75-79 











3 




3 




70-74 








2 


1 









65-69 








2 


2 




2 




60-64 






2 





3 




1 


Given 


55-59 


1 




6 


3 


2 




2 


Series 


50-54 







3 


1 










II 


45-49 







4 


1 


1 


1 


1 




40-44 


2 




6 


1 











35-39 


2 




2 






4 






30-34 


6 




2 






3 






25-29 






2 






1 






20-24 






1 






1 






15-19 



















10-14 












1 






5-9 



















0-4 












1 






No. Cases 


22 




29 


11 


24 


12 


9 




Median 


30 




48 


60 


80 


33 


66 




Mental Age 


















of Median 


6-8 




7-7 


8-4 


10-5 


6-10 


8-9 




Child 



















School Children in a Massachusetts Toivn 



27 



TABLE 2a. DEARBORN GROIT IXTELLIGENCE EXAMINATIONS 

General Exanuuation A, May, 1922 







Dlsti 


•ibution 


of Scores by 


Age 














Cocliituate 








Wayland 


Years 


5 


6 


7 


8 


9 


10 


6 


7 


8 


95-99 








1 












90-94 








1 


3 


1 








85-89 






2 


1 














80-84 






1 








2 








75 79 












2 


1 




2 


1 


70-74 









1 


1 


1 










6569 






1 


2 


1 







1 


1 


60-64 






1 


1 


2 







1 





55-59 




4 


2 


3 


2 


1 




1 


1 


50-54 







3 


1 















45-49 




1 


1 


3 




1 




1 


1 


40-44 


1 


1 


4 


3 













35-39 





1 


3 









1 


3 




30-34 


2 


3 


2 


1 






2 


1 




25-29 


1 


7 


1 








1 






20-24 





2 










1 






15-19 





1 
















10-14 


1 
















1 


5-9 


1 


















0-4 














1 






No. Cases 


6 


20 


21 


18 


11 


7 


6 


10 


5 


Median 


30 


30 


48 


56 


73 


78 


30 


55 


58 


M.A. of 




















Med. Child 


6-8 


6-8 


7-7 


8-1 


9-6 


10-1 


6-8 


8-0 


8-2 



NOTE : — Two 11-year old pupils and one 13-year old from the Coehit- 
uate school are omitted from this Table. 



28 A Comparison of the Intelligence and Training of 

In Tables 3a and 4a will be found the distributions of the Dearborn 
General Examination C which was given to the older children. In the 
Fourth and Sixth grades the Wayland medians are higher, in the Fifth 
and Seventh grades the Cochituate medians are higher, while in the 
Eighth grade the medians are exactly the same. The largest difference 
is in the Sixth grade where Wayland has a median which is 8 points 
higher than that of Cochituate. This means a difference of over a year 
in terms of mental age, and is a large variation. The difference of four 
points in the Fourth grade is probably also large enough to be of signifi- 
cance. 

This state of affairs is quite different from that which was discov- 
ered the previous year. In 1921 the results showed rather clearly that 
in most grades the pupils of the Cochituate school were superior to those 
in the same grade at Wayland. Now many of the differences seem to 
have disappeared, and those which remain seem to be in favor of Way- 
land rather than of Cochituate. A possible explanation of this change 
lies in the fact that the results of the first report were used to make ex- 
tensive changes in tlie organization of each school, and it seems likely 
that the reorganization classified the children into much more homoge- 
neous groups. 

One interesting fact should be noted in passing. In 1921 the Sixth 
grade at Wayland proved to be inferior to the fifth grade in the intelli- 
gence test. In 1922 the Seventh grade, composed largely of the same 
pupils who made up the Sixth grade in the previous year, is quite mark- 
edly inferior to the Sixth. Evidently the character of this class was not 
entirely changed in the reorganization. 



Sciiool Children in a Massachusetts Town 



29 



TABLE 3a. DEARBORN GROUP INTELLIGENCE EXAMINATIONS 

Gen. Exam. C, May, 1932 

Distribution of Scores by Grade 

Coeliituate Wayland 

III IV V VI VII VIII 



Grade 


IV 


V 


VI 


VII 


VII 


80+ 












75-79 












70-74 










1 


65-69 










1 


60-64 






1 


2 


3 


55-59 






1 


1 


2 


50-54 




1 


1 


1 


4 


45-49 




2 








2 


40-44 




3 


4 


4 


2 


35-39 


1 


2 


3 


1 


1 


30-34 


3 


6 


2 


3 


1 


25-29 


2 


6 


1 







20-24 


2 


6 


1 


1 




15-19 


3 


8 


2 






10-14 


2 


1 


1 






5-9 


2 










0-4 


2 










No. Cases 


17 


35 


17 


13 


17 


Median 


19 


27 


38 


42 


53 


M.A. of 












Med. Child 


10-2 


11-6 


13-4 


14-0 


15-1^ 









2 


1 


1 








1 


1 


5 








1 





3 






2 


2 


o 


3 









1 


2 


1 









1 


1 







1 


2 


1 


3 


1 


2 


3 


2 


1 







2 


3 


4 







1 


6 


2 


1 


1 


2 




2 


1 


1 








1 


1 











13 11 12 11 12 15 
18 23 25 46 40 53 

10-0 10-10 11-2 14-8 13-8 15-10 



30 A Comparison of the Intelligence and Training of 

TABLE 4a. DEARBORN GROUP INTELLIGENCE EXAAUNATIONS 

Gen. Exam. C, May, 1932 

Distribution of Scores by Age 











Cochituate 










Wayland 








Age 


9 


10 


11 


12 


13 


14 


15 


8 


9 


10 


11 


12 


13 


14 


15 


80+ 
































75-79 
































70-74 










1 






















65-69 








1 

























60-64 








1 


2 


2 








1 


1 


2 








55-59 




1 




1 





2 








1 


1 





1 


1 


3 


50-54 







1 


2 


1 


3 


1 












1 





2 





45-49 




2 








1 


1 








2 


1 


1 


3 


2 





40-44 




2 


1 


5 


2 


3 














2 


2 








35-39 


1 





2 


2 


3 

















1 


1 








30-34 


2 


4 


1 


3 


1 


4 






1 


1 


2 


1 


1 


1 


1 


25-29 


1 


3 


3 





1 


1 






4 


2 


2 










20-24 


2 


2 


3 


1 


2 






2 


2 


4 


1 










15-19 


3 


4 


3 


3 








6 





2 


1 




2 




1 


10-14 




2 


1 


1 








1 


1 


1 


1 










5-9 




2 















1 


1 












0-4 




1 


1 


























No. 
































Cases 


9 


23 


16 


20 


14 


16 


1 


9 


9 


15 


10 


8 


10 


6 


5 


Med'n 


24 


26 


25 


40 


40 


45 




18 


26 


24 


30 


45 


43 


50 




M.A. of 
































Med. 

































Child 11-0 11-4 11-2 13-8 13-8 14-6 10-0 11-4 11-0 12-0 14-6 14-2 15-4 

NOTE : Oue 16-year old pupil and one 18-year old pupil from the Way- 
land school have been omitted from this Table. 



School Children in a Massachusetts Town 31 

RESITLTS OP THE ABITHJLETIC TESTS 

As previously noted, the Peet-Dearborn Arithmetic Tests had been 
somewhat modified between the two testings so the results of the two 
years are not directly comparable. There are still, however, two series 
of the tests, one for the Fourth and Fifth grades, and the other for 
grades Six, Seven and Eight. This accounts for the fact that in all the 
Tables the Sixth grade scores are usually lower than those made by the 
Fifth grade. 

In Table 5a wiU be found the distributions of the scores obtained on 
the Problem Test, together with the class medians. The medians in 
grades IV and V show better work by the Wayland children, though the 
Fifth grade medians differ by only two points, an insignificant differ- 
ence. In the upper grades, however, the scores are very decidedly in 
favor of Cochituate. These differences cannot be explained on the basis 
of the intelligence of the classes, except perhaps in the Fourth grade 
where the Wayland class made a significantly higher median in the 
intelligence test. It would seem that in the Sixth grade especially, 
where the mental age of the Wayland pupils is about a year higher, a 
larger median might reasonably be expected. 

Table 6a presents the distributions and medians in the Addition 
Test. Here we find that the medians for the Fourth and Fifth grades 
are practically the same, though in the former grade the Cochituate 
median is somewhat higher. In the upper grades we find the Cochit- 
uate medians are larger bj' substantial margins which range from 10 
to 21 points. 

In Table 7a we have the facts about the Subtraction Test. It wiU 
be seen that in the three lower grades the Wajdand medians are decid- 
edly higher, while in the Seventh and Eighth grades the Cochituate 
classes show to much better advantage. It appears that the Seventh 
and Eighth grade medians at Wayland are extremely low. 



32 



A Comparison of the Intelligence and Training of 



TAB1,E 5a. 


PEJ 


ET-DI 


3ARB( 


)RN r 


»ROGE 










Problems 










May, 


1922 






Cochituate 




Grades 


IV 


V 


VI 


VII 


VIII 


130+ 










2 


125-129 












120-124 












115-119 












110-114 










1 


105-109 













100-104 













95-99 










2 


90-94 










5 


85-89 






1 







80-84 




2 


1 


1 





75-79 




1 





1 


2 


70-74 




4 


1 





1 


65-69 










2 


1 


60-64 




2 











55-59 


1 


3 


3 





1 


50-54 





1 


4 


4 


1 


45-49 





1 










40-44 





5 





1 




35-39 











2 




30-34 
















25-29 


1 


2 


2 


1 




20-24 


3 


5 


2 


1 


1 


15-19 


2 





2 






10-14 


3 


2 


1 






5-9 


5 


2 








0-4 


2 


3 








No. Cases 


17 


33 


17 


13 


17 


Median 


13 


43 


52 


52 


91 


Standard 


24 


38 


22 


41 


56 



Wayland 
IV V VI VII VIII 



1 


3 

1 
2 

1 
2 10 
12 2 10 

2 2 2 3 
110 12 
10 
10 11 

2 10 10 
11 
10 2 2 1 
4 12 

1 1 
11 12 11 12 15 
22 50 33 40 44 
24 38 22 41 56 



School Children in a Massachusetts Town 



33 



TABLE 6a. PEET-DEARBORN PROGRESS TESTS IN ARITHMETIC 

Addition 
May, 1923 

Coehituate Wayland 



Grades 


IV 


V 


VI 


VI 


VIII 


IV 


V 


VI 


VII 


VII 


130+ 




1 


















125-129 






















120-124 














2 








115-119 










1 






1 






110-114 






















105-109 






















100-104 




2 


















95-99 

















1 




1 


90-94 
























85-89 


1 


4 


1 




4 










2 


80-84 




1 




















75-79 




2 






1 






2 


2 





70-74 


1 


1 


1 


1 


2 




2 





1 


1 


65-69 





2 








2 




1 





1 





60-64 


1 


5 


2 


5 


3 


1 


4 








2 


55-59 





1 


2 





1 




2 


1 








50-54 








2 


2 











1 


1 


45-49 





2 


2 


1 


2 











1 


40-44 


3 


1 


5 














1 


2 


35-39 


1 


2 


1 


2 


1 


1 




2 








30-34 


2 


6 


1 


2 




3 




1 


1 


1 


25-29 


2 


1 






















20-24 


5 


2 








2 




1 


4 


3 


15-19 


1 










3 


1 


2 


1 




10-14 












1 










5-9 






















0-4 




















1 


N.o Cases 


17 


33 


17 


13 


17 


11 


12 


11 


12 


15 


Median 


31 


62 


49 


54 


69 


24 


64 


39 


38 


48 


Standard 


30 


50 


35 


52 


60 


30 


50 


35 


52 


60 



A Comparison of the Intelligence and Training of 



TABLE 7a. 



Grades 
130+ 
125-129 
120-124: 
115-119 
110-114 
105-109 
100-104 

95-99 

90-94 

85-89 

80-84 

75-79 

70-74 

65-69 

60-64 

55-59 

50-54 

45-49 

40-44 

35-39 

30-34 

25-29 

20-24 

15-19 

10-14 

5-9 

0-4 

No. Cases 

Median 

Standards 



PEET-DEARBORN PROGRESS TESTS IN ARITHMETIC 
Subtraction 
May, 1922 

Cochituate Wayland 

IV V VI VII VIII IV V VI VII VIII 



1 
1 

1 

2 

3 
1 
1 
1 
5 

1 



17 

38 
28 



3 
1 
1 

4 

3 
4 
3 
2 
2 
1 
3 
1 
1 
1 



32 
58 
47 



2 

3 

3 
1 
2 


1 
1 
1 
1 



16 
52 
39 



1 

2 


3 

1 
2 


1 



1 
1 
1 



13 
53 
57 



1 
1 


3 
1 

1 
2 

2 

3 
1 



1 


1 
1 
1 
1 
2 
1 


1 
1 


1 



1 


1 
1 



1 
1 
1 



17 
68 
68 



11 
51 

28 



12 
65 

47 



1 

3 



1 
11 
63 
39 



2 
1 

3 
2 

1 
1 
1 
1 

12 
25 
57 



1 

1 
1 
1 
1 



1 



1 


3 

2 
3 



15 
34 
66 



School Children in a Massachusetts Town 35 

Distributions and medians for the Multiplication Test are shown in 
Table 8a. The Fourth grade medians are practically identical. Way- 
land has an advantage of 8 points in the Fifth grade, and Cochituate 
excels in the upper grades by margins running up to 32 points in grade 
Eight. 

Table 9a shows the results of the Division Test. Here we find 
that the Cochituate medians are decidedly higher throughout the whole 
five grades. The points of difference range from 9 in the Sixth grade 
to 38 in the Eighth. 

In Table 9b the averages of the pupils in all operations are distrib- 
uted. The medians are substantially the same in the Fourth and Fifth 
grades, but in the upper grades the Cochituate medians are considerably 
higher. 

Summarizing the results of the Arithmetic Tests we may say, in 
general, that the work of the Cochituate childi'en is superior. This is 
not true in all cases in the two lower grades (IV and V) where the me- 
dians are more nearly equal and where the Wayland medians are in one 
or two cases distinctly higher. The differences which we find are not 
to be explained on the basis of intelligence differences, as the latter are 
small except in cases where they favor Wayland. It seems likely, there- 
fore, either that more time is given to arithmetic, especially in the upper 
grades, at Cochituate than at Wayland, or that the Cochituate teachers 
use markedly superior methods in their teaching. 



36 



A Comparison of the Intelligence and Training of 



TABLE 8a. 


PEl 


DT-DE 


ABB( 


)RN P 


ROGRESl 


S TES' 


TS IN 


ABII 


rHME 


TIC 










Multiplication 




















May, 


1922 
















Cochituate 






Wayland 




Grades 


IV 


V 


VI 


VII 


VIII 


IV 


V 


VI 


VII 


VIII 


130+ 










1 












125-129 






















120-124 






















115-119 






















110-114 










1 




1 








105-109 




2 




















100-104 




3 






3 




2 


1 






95-99 




1 




1 
















90-94 




1 



















1 


85-89 




6 




3 


3 




2 




1 


1 


80-84 












1 


1 


1 







1 


75-79 




3 




3 


2 






1 


1 





70-74 


1 


1 


2 





3 











2 


65-69 








1 












1 






60-64 





2 


5 


1 


2 


1 










55-59 


2 

















2 






1 


50-54 


3 


1 


1 


1 


1 


1 









2 


45-49 


2 


3 


1 











1 




1 


40-44 


2 


2 


1 






4 


1 


1 


2 


3 


35-39 


3 


1 















2 





1 


30-34 


2 


3 


4 


2 




1 





2 


2 


2 


25-29 




1 


1 


1 




1 


1 





2 




20-24 




1 









1 


1 


2 


2 




15-19 


1 


1 




1 











1 




10-14 












1 






1 




5-9 






















0-4 


1 




















No. Cases 


17 


32 


16 


13 


17 


11 


11 


11 


12 


15 


Median 


44 


75 


60 


76 


83 


42 


83 


39 


30 


51 


Standard 


28 


48 


31 


51 


68 


28 


48 


31 


51 


68 



School Children in a Massachusetts Town 



37 



TABLE 9a. 


PEI 


5T-DE 


ARBO 


iRN P 


ROGRES 


IS TESTS IN 


ARITHlVrETIC 










Division 




















May, 


1922 
















Cochituate 






Wayland 




Grades 


IV 


V 


VI 


VII 


VIII 


IV 


V 


VI 


VII 


VIII 


130+ 




1 






1 












125-129 






















120-124 








1 














115-119 














1 








110-114 










1 












105-109 




1 






1 












100-104 




1 




1 


3 










1 


95-99 







1 



















90-94 




1 


1 


1 













1 


85-89 




2 




2 


2 






1 






80-84 


























75-79 




3 




2 


4 






1 






70-74 




1 



















2 


65-69 




3 







1 


1 




1 


1 





60-64 


2 


3 


3 


1 


2 










1 


1 


55-59 





2 





1 












1 





50-54 


2 


3 


3 







1 




1 





1 


45-49 


1 


2 


2 


1 












2 





40-44 


3 


2 


2 


1 




1 




2 


2 


4 


35-39 


3 


3 


1 





1 


1 










3 


30-34 


3 


2 


3 


2 





1 




4 





1 


25-29 










1 










1 





20-24 












3 







2 


1 


15-19 


1 










1 




1 


2 




10-14 





1 








1 










5-9 


2 


1 








1 










0-4 






















No. Cases 


17 


32 


16 


13 


17 


11 


12 


11 


12 


15 


Median 


39 


61 


50 


76 


79 


24 


45 


41 


43 


43 


Standard 


29 


46 


34 


55 


67 


29 


46 


34 


55 


67 



38 



A Comparison of the Intelligence and Training of 



TABLE 9b. PEET-DEABBOBN PBOGBESS TESTS IN ARITHMETIC 

Average Operations 
May, 1922 

Cochituate Wayland 



Grades 


IV 


V 


VI 


VII 


VIII 


IV 


V 


VI 


VII 


vi: 


130+ 
125-129 
120-124 
115-119 










1 












110-114 














1 








105-109 




1 


















100-104 
95-99 






1 






1 












90-94 




1 


















85-89 




2 


1 


2 


2 










3 


80-84 


• 


1 




1 


3 




2 


1 






75-79 




2 







2 













70-74 




2 


1 





3 




1 






1 


65-69 




3 




2 


1 




2 


1 


1 




60-64 




6 




2 









1 


1 




55-59 


1 


1 


2 


2 


1 











1 


50-54 


2 


4 


4 





2 


1 




1 




1 


45-49 


1 





4 


1 


1 


1 


1 


1 




1 


40-44 


5 


2 


1 







3 


1 


1 


3 


2 


35-39 


3 


1 


2 


1 




1 


1 


1 


2 


2 


30-34 


1 


3 


1 


1 




2 


2 


2 





2 


25-29 


1 












2 







2 


1 


20-24 


2 


1 




1 




1 




2 


1 


1 


15-19 
10-14 



1 


1 














1 
1 




5-9 






















0-4 






















No. Cases 


17 


32 


16 


13 


17 


11 


11 


11 


12 


15 


Medians 


41 


63 


50 


61 


76 


38 


66 


43 


38 


44 


Standard 


30 


47 


34 


53 


65 


30 


47 


34 


53 


65 



School Children in a Massachusetts Town 



39 



BESULTS OP THE READING TEST 

The Picture Supplement Test for silent reading is published in sev- 
eral forms of equivalent value, and as Form 1 was used in 1921, Form 2 
was chosen for the 1922 testing. The disti-ibutions and medians will be 
found in Table 10. It should be remembered i'n connection with these 
figures that the scoring of this test is arranged to give a median score 
of 50 to the avea-age or normal class, irrespective of the grade. In the 
Third and Fourth grades the differences are not very great, and are 
slightly in favor of the Cochituate classes. In the Fifth and Sixth 
grades, however, Wayland shows decidedly to advantage. Cochituate 
medians are higher in the Seventh and Eighth grades. 



TABLE 10a. BURGESS PICTURE SUPPLEMENT 

SILENT READING TEST 

Distribution of Scores 

May, 1923 

Cochituate Wayland 

Grades III IV V VI VII VIII III IV V VI VII VIII 



100 


















1 


2 






98 


























92 












1 














86 


2 








1 

















80 







1 




1 


1 








1 


, , , 


1 


74 


1 







1 





1 








1 


1 





68 


2 


1 


2 


3 


2 


4 






3 


3 


1 


1 


62 


1 


2 


3 


3 








3 




2 


1 





2 


56 


1 


3 


3 


1 


2 





2 


1 


1 




1 


3 


50 


5 





1 








5 








1 




2 





44 


3 


4 


4 


1 





1 


2 


2 













38 


6 


2 


5 


2 


2 





2 


5 


1 


1 





2 


32 


1 


3 


4 


2 


1 


1 


1 








1 


1 


3 


20 


2 




7 





3 


1 


2 


1 


1 


1 


2 


2 


20 






2 


3 


1 






1 


2 




2 


1 


14 






1 
















1 




8 




1 


1 





















^1 






















1 





















1 










No. Cases 


24 


16 


34 


16 


13 


15 


12 


11 


12 


11 


12 


15 


Median 


50 


47 


40 


53 


43 


55 


47 


41 


62 


71 


32 


43 



40 A Comparison of the Intelligence and Training of 

These results seem to imply some differences in the methods of 
teaching reading or the subject matter used or both. Further, the dif- 
ferences seem to exist not only between the two schools, but between the 
different grades in each separate school. 

RESULTS OF THE PENMANSHIP TEST 

The Holmes Test was used, exactly as in the previous survey, and 
the children were rated for both Speed and Quality of writing. 

The scores for Speed in letters per minute are shown in Table 11a. 
The Cochituate medians in every grade except the Eighth are higher 
than the Wayland medians. The differences, however, are hardly great 
enough to be of significance except in the Seventh grade. 

The distributions of the scores in Quality of penmanship are shown 
in Table 12a. The differences in the grade medians of the two schools 
are so small as to be insignificant, excepting possibly the Third grade, 
where the difference is five points, or half a step on the Ayres scale, in 
favor of Wayland. In neither school is there any improvement in the 
Quality of the writing after the Sixth grade. 



School Children in a Massachusetts Town 



41 



HOLMES TEST 

TABLE 11a. SPEED OP AVRITING 

May, 1922 

Cochituate Wayland 



Grades 


II 


III 


IV 


V 


VI 


VII 


VIII 


III 


IV 


V 


VI 


VII 


VII 


125-129 




























120-124 




























115-119 










2 




1 












2 


110-114 








1 


2 




1 















105-109 








1 


1 


1 


3 












2 


100-104 








1 


2 


2 


2 






1 






4 


95-99 








2 


6 


2 


2 









2 


1 


1 


90-94 








7 


2 


4 












4 


1 


4 


85-89 








4 




2 


5 






2 


1 





1 


80-84 






1 


1 




2 


2 






2 





6 





75-79 




, 


. 1 


4 















2 


2 


1 


70-74 


1 


1 


2 


3 


1 










2 





3 




65-69 


1 


3 


3 


4 






1 






1 


1 






60-64 





1 





2 










1 











55-59 


1 





1 


4 








2 


1 


1 








50-54 


1 


4 


6. 










1 


1 


2 


1 






45-49 


2 


8 


2 










1 


3 










40-44 


1 


4 













4 













35-39 


3 


1 


1 










2 


1 










30-34 





2 












1 


1 










25-29 


1 














1 


1 










20-24 


















1 










15-19 




























10-14 




























5-9 




























JNO. 

Cases 


11 


24 


17 


34 


16 


13 


17 


12 


10 


11 


11 


13 


15 


Med'n 


46 


48 


54 


80 


99 


94 


96 


42 


46 


74 


91 


,82 


101 



42 A Comparison of the Intelligence and Training of 

HOLIVIES TEST 
TABLE 12a. QUALITY OF WRITING 
May, 1922 

Cochituate Wayland 

Grades II III IV V VI VII VIII III IV V VI VII VIII 
95-99 
90-94 
85-89 
80-84 
75-79 
70-74 

65-69 1 

60-64 1 

55-59 

50-54 2 13 2 

45-49 33122 102 

40-44 34303 1 3222 

35-39 374 8 4 2233 2 

30-34 13374 3 3 2513 5 4 

25-29 6 13 662 11 314112 

20-24 4827 1231 1 

15-19 
10-14 

5-9 
No. 

Cases 11 24 17 34 16 13 16 12 11 12 11 13 15 
Med'n 26 28 32 33 38 37 39 33 31 35 38 36 41 

COMPARISONS WITH STANDARDS 

1. The Arithmetic Tests 

In the following Tables 13a to 17a inclusive will be found the 
median arithmetic scores of both schools in comparison with the stand- 
ards. 

TABLE 13a. PROBLEMS 

May, 1922 

V 

43 

45 

38 

The Fourth grade at Cochituate and the Eighth grade at Wayland 
are the only grades which fall below the standards in the Problem Test. 
In the other grades the medians are pretty uniformly well above the 



Grade 


IV 


Cochituate 


13 


Wayland 


24 


Standard 


24 



VI 


VII 


VIII 


52 


52 


91 


33 


40 


44 


22 


41 


56 



School Children in a Massachusetts Town 43 

standards. It is worthy of note that there has been a decided improve- 
ment in the work at Wayland, for the results of the first testing sliowed 
not a single median which equalled or surpassed the standards in this 
test. 

TABLE 14a. ADDITION TEST 







May, 1922 








Grade 


IV 


V 


VI 


VII 


VIII 


Cochituate 


31 


62 


49 


54 


69 


Wayland 


24 


64 


39 


38 


48 


Standards 


30 


50 


35 


52 


60 



In Addition the record is again good. The Cochituate medians are 
all higher than the standards, as are the Wayland Fifth and Sixth grade 
medians. In the Fourth grade the Wayland median is somewhat below 
the standard. The Seventh grade shows no progress over the Sixth, 
and the Eighth grade also is low. 

TABLE 15a. SUBTRACTION TEST 







May, 1922 








Grade 


IV 


V 


VI 


VII 


VIII 


Cochituate 


38 


58 


52 


49 


68 


Wayland 


51 


65 


63 


25 


34 


Standards 


28 


47 


39 


57 


66 



In Subtraction the Cochituate medians are well above the standards 
except in the Seventh grade, where both schools fall below. The Way- 
land Eighth grade attained a median which is only about half what may 
be expected from the average class. The Wayland record is somewhat 
better than the previous one, as this time there are three instead of two 
classes above the standards. It is also noticeable that in the Fourth, 
Fifth and Sixth grades the Wayland medians are well above those of the 
Cochituate classes. 





TABLE 16a. 


MULTIPLICATION 


TEST 










May, 1922 










Grade 


IV 


V 


VI 




VII 


VIII 


Cochituate 


44 


75 


60 




76 


83 


Wayland 


42 


83 


39 




30 


51 


Standards 


28 


48 


31 




51 


68 



In the Multiplication Test the Cochituate pupils obtained especially 
high scores, as the medians show. We again find the Wayland medians 
surpassing the standards in the first three grades, but they fall below in 
the Seventh and Eighth. The records are not greatly different from 



44: A Comparison of the Intelligence and Training of 

those made at the previous testing except for the fact that the Cochit- 
uate Fourth grade and the Wayland Sixth grade have much better rec- 
ords in the 1922 tests. 





TABLE 


17a. 


DIVISION TEST 










May, 1932 








Grade 


IV 




V 


VI 


VII 


VIII 


Coehituate 


39 




61 


50 


76 


79 


Wayland 


24 




45 


41 


43 


41 


Standard 


29 




46 


34 


55 


67 



The Cochituuate class medians are all well above the standards in 
the Dix-ision Test. In Wayland the class medians are practically equal 
to the standards in the Fourth and Fifth grades, well above in the Sixth 
grade, biit very much below in the Seventh and Eighth grades. The 
chief change from the previous year is that the Wayland Sixth grade is 
now well above the standard instead of below it as formerly. 





TABLE 17b. 


AVERAGE OPERATIONS 










May, 1922 








Grade 


IV 


V 


VI 


VII 


VIII 


Coehituate 


41 


63 


50 


61 


76 


Wayland 


38 


66 


43 


38 


44 


Standard 


30 


47 


34 


53 


65 



When the averages of the pupils' scores in the four fundamental 
operations are considered, the work of the Coehituate classes is well 
above the standard in every grade. This also applies to the Fourth, 
Fifth and Sixth grades in Wayland. In the Wayland Seventh and 
Eighth grades, however, the medians are considerably lower than the 
standards. 

SUMMARY OF THE RESULTS IN THE ARITHMETIC TESTS 
In all but two cases, the Coehituate medians in the Arithmetic Tests 
surpass the standards. Usually the difference in favor of Coehituate is 
a very large one, and many of the classes equal or exceed the standard 
average median of the next higher grade. This raises the question as 
to whether there is not too much emphasis on the teaching of Arithmetic 
in the Coehituate school. It is probable that the Coehituate children 
are, as the Intelligence Tests indicate, somewhat superior in native 
ability to children in many other localities, and so should be able to do 
better work. However, there is a point beyond which drill and prac- 
tice in arithmetic is not economical. It is quite certain that no addi- 
tional time or attention need be given to arithmetic in this school, and it 
might possibly be well to lighten the requirements. 



School Children in a Massachusetts Town 45 

The results at Wayland are not quite so consistent. In genei'al, 
the medians of the Fourth, Fifth and Sixth grades practically equal or 
exceed the standards. In the Seventh and Eighth grades, however, the 
standards are considerably higher than the median performances of the 
"Wayland classes, with the exception of the Seventh grade median in the 
Problem Test. In general it may be said that the Wayland medians 
are below tho.se of the Cochituate classes, though there is an exception 
in the Subtraction Test. 

It does not seem likely that the low results in the Seventh and 
Eighth grades at Wayland are to be explained on the ground of inferior 
native abilitj' on the part of the pupils, as the Intelligence Tests show 
these pupils to be on practically the same mental level with the pupils 
in Cochituate. The difference may be due to differences in the efficiency 
of the teaching, or to dift"erences in the courses of study. 

As the tests and standards had been re^dsed since the pre\'ious test- 
ing, it is possible to make only very general comparisons with the work 
in 1921. It may be said, however, that Cochituate maintains its pre- 
vious liigh level of work, while conditions at Wayland have improved in 
that there are now three grades obtaining medians above the standards 
rather than only two as formerly. 

A very interesting point is brought out by reference to the study of 
the results of the Intelligence Tests. In 1921 it was pointed out that 
the Wayland Sixth grade could not be expected to attain the standards 
in any subject because the Intelligence Tests showed the mental level of 
the pupils in that grade to be rather low. In the second testing, how- 
ever, it was foimd that the new Sixth grade was a decidedly superior 
one, and as has been shown above, the Sixth grade medians were this 
time above the standards. This illustrates very well the desirability of 
securing .some concrete evidence on the mental make-up of the pupils 
who take subject matter tests. It shows the injustice of evaluating the 
work of a teacher on the actual accomplishments of the class after she 
has taught them without taking into consideration the kind of material 
she had to work with. 

2. The Reading Test 

The scoring of this test is so arranged that a standard percentage 
distribution of scores is offered to which the performance of any srade 
from the Second to the Eighth inclusive may be compared. This stand- 
ard distinbution is shown in Table 18a, together with the percentage 
distribution of the scores made in each grade in the two schools. It is 
not to be expected that small classes like these will give smooth distribu- 
tions, but if a class has average ability half the cases or 50 per cent, 
should obtain scores above 50. Another way of comparing these scores 



46 



A Comparison of the Intelligence and Training of 



with the standards is to examine the medians of the several classes. The 
method of standardization is such that the average class should have 
a median score of 50. 



TABLE 18a. PICTURE SUPPLEMENT SILENT BEADING TEST 

Form 2, May, 1922 

Per Cent, of Pupils Receiving Each Mark 









Cochituate 










Waylaud 






Grades 


III 


IV 


V 


VI 


VII 


VIII Standard III 


IV 


V 


VI 


VII 


VIII 


100 




















8 


18 






98 














1— 














92 












7 


1+ 














86 


8 








8 




3 














80 






3 




8 


7 


4 








9 




7 


74 


4. 






6 




7 


6 








9 


8 




68 


8 


6 


6 


19 


13 


26 


8 






25 


27 


8 


7 


62 


4 


13 


9 


19 






10 


25 




17 


9 




13 


56 


4 


19 


9 


6 


15 




11 


17 


9 


8 




8 


20 


50 


20 




3 






33 


12 






8 




17 




44 


13 


25 


12 


6 




7 


11 


17 


18 










38 


25 


13 


15 


13 


15 




10 


17 


46 


8 


9 




13 


32 


4 


19 


12 


13 


8 


7 


8 


8 






9 


8 


20 


26 


8 




20 




23 


7 


6 


17 


9 


8 


9 


17 


13 


20 






6 


19 


8 




4 




9 


17 




17 


7 


14 






3 








3 










8 




8 




6 


3 








1 + 














2 














1— 










8 























9 










No. 




























Cases 


24 


16 


34 


16 


13 


15 




12 


11 


12 


11 


12 


15 


Median 





























Score 



50 47 40 53 43 55 50 47 41 62 71 32 43 



According to these methods of comparison all the grades in Cochit- 
uate except the Fifth and Seventh are up to the standard in this test. 
In Wayland the Third grade practically reaches the .standard, and the 
Fifth and Sixth grades surpass the standards for these grades by con- 
siderable margins, but the other three grades fall much below. The 
score in the Seventh grade is an especially low one. 



School Children in a Massachusetts Town 47 

There has been a marked improvement in the reading since the pre- 
vious testing, as shovm by the following comparison of median scores. 

Cochituate Wayland 

Grade III IV V VI VII VIII III IV V VI VII VIII 

1921 38 56 20 25 26 32 26 32 38 20 20 38 

1922 50 47 40 53 43 55 47 41 62 71 32 43 

In 1921 the only grade median which equalled the standard was that of 
the Fourth grade at Cochituate, while the medians in the other eleven 
grades were extremely low. In 1922 only five of the medians were below 
the standard, and even in these five grades there has been a marked im- 
provement. This change alone would seem to justify the first survey 
which pointed out the deficiency in reading ability. 

3. The Penmanship Test 

In Table 19a are shown the medians of the various grades in the 
Speed of Writing test, together with standards and the results obtained 
in three other Massachusetts communities. It will be seen from the 
table that the Cochituate medians are, except in the Fourth grade, some- 
Avhat higher than the Standards. They also compare very favorably 
witli the results obtained in the three systems listed in the table for com- 
parative piu-poses. The Wayland medians are slightly below the stand- 
ards in grades II, V and VII, and somewhat above in grades VI and 
VIII. The Fourth grade median in this school is the only one which is 
materially below the standard. In comparison with the other three 
school systems, Wayland shows well in grades V, VI and VIII, but falls 
considerably below them in grades III, IV and VII. 





TABLE 19a. 


SPEED OF PENMANSHIP 










May, 


1922 










Grade 


Ill 


IV 




V 


VI 


VII 


VIII 


Cochituate 


48 


54 




80 


99 


94 


96 


Wayland 


42 


46 




74 


91 


82 


101 


Standard 


49 


62 




76 


87 


90 


93 


Newton 


55 


59 




73 


85 


94 


102 


Brookline 








76 


87 


90 




Fall River 










86 


89 





48 A Comparison of the Intelligence and Training of 

A comparison of the work iu the two years is shown below. 

Coehituate Wayland 

Grade III IV V VI VII VIII III IV V VI VII VIII 

1921 60 61 77 85 100 113 48 58 68 63 88 98 

1922 48 54 80 99 94 96 42 46 74 91 82 101 

The losses are slightly more numerous than the gains, although there are 
no large losses except in the Third and Eighth grades at Coehituate. 
The Sixth grade in each school shows a rather large gain — 14 letters per 
minute at Coehituate, and 28 letters per minute at Wayland. The lat- 
ter gain is probably explained when we remember that the Wayland 
Sixth grade in 1921 was shown to be somewhat inferior mentally. 

Table 20a shows the results of the Quality Test compared with the 
standards and the results from the three school systems whose medians 
were used for comparison in the Speed Test. No median in any grade 
of either school equals or exceeds the standards of the results of the other 
systems. In practically every case the difference is a large and signifi- 
cant one. 

TABLE 30a. QUALITY OF PENTVIANSHIP 
May, 1928 



Grade 


III 


IV 


V 


VI 


VII 


VIII 


Coehituate 


28 


32 


33 


38 


37 


39 


Wayland 


33 


31 


35 


38 


36 


41 


Standard 


36 


39 


44 


46 


47 


49 


Newton 


50 


45 


48 


51 


50 


53 


Brookline 






44 


46 


47 


49 


Fall River 








44 


47 





Neither school has done as well iu this test as in 1921, as may be 
seen from the comparison of the grade medians for the two years shown 
below. 

Coehituate Wayland 

Grade III IV V VI VII VIII III IV V VI VII VIII 

1921 39 46 43 45 50 53 32 40 60 48 50 57 

1922 28 32 33 38 37 39 33 31 35 38 36 41 

Many of the losses are large, amounting to more than a full step 
on the Ayres scale, by which they were graded. 



School Children in a Massachusetts Town 49 

SUMMARY AND SUGGESTIONS 

As the previous report pointed out, the results of such a survey as 
this must be used, in the main, by the teachers and administrative offi- 
cers who are on the ground and have full knowledge of the local condi- 
tion. However, there are certain points brought out in the preceding 
pages which may be commented upon by the surveyors before closing 
this report. 

In the first place, it will be noted that there are still many differ- 
ences between the performances of the children of the two schools in the 
various tests. When the first report was written it seemed possible to 
explain these differences largely on the basis of differences in native 
intelligence, but the 1922 testing seems to show that these variations 
were largely removed by the reorganization of the classes. It appears 
that some other reason must be sought for the differences now existing. 

Generally speaking, it may be said that the work of the Cochituate 
children is superior to that which is done at Wayland, although there 
are exceptions to this general rule. The Cochituate medians are also 
generally equal or superior to the standards in the various tests, except 
in the Quality of Penmanship. The arithmetic scores are so far above 
the standards as to indicate the possibility that some of the time spent 
on this subject could be used with greater profit in other fields. 

The Wayland results are an improvement over the previous year in 
arithmetic and reading. The Sixth and Seventh grades, however, are 
still below the standards in most cases. 

Both schools made marked gains in the Reading Test. In 1921 only 
one grade median equalled the standard, while in 1922 only five grades 
fail to attain the standards, and each of these had made some improve- 
ment over the previous performance. 

The results of the Penmanship Tests were not as satisfactoiy as 
those of 1921, since there were losses in both Speed and Quality. The 
Quality scores are decidedly too low, and efforts should be made to im- 
prove the handwriting. This should not be done at the sacrifice of 
speed, as the Speed scores are not too high. 

There are many exceptions to these general statements both among 
the grades and among the individual pupils. These cases must be singled 
out by superintendent and teacher for the special attention which they 
need. 



APPENDIX 

In order that the teachers might take full advantage of the results 
of the survey, tables like the following were appended showing the score 
of the individual pupils in each of the tests. A study of such a table 
by the teacher enables her to proceed intelligently in her efforts with 
individuals of her class. 



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